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Old 09-24-2003, 06:42 PM   #26
kironin's Avatar
Dojo: Houston Ki Aikido
Location: Houston,TX
Join Date: Aug 2000
Posts: 1,035
Tom Williams (twilliams423) wrote:
The argument is often made that it's a different kind of learning taking place too. I have one teacher (not Aikido) whom I highly respect as a master instructor who recommends those who choose to teach do so only for a limited period of time, like several years, and then return to full time cultivation.I think there is a lot of wisdom behind this.
On thinking about, maybe I would say it is different kind of teaching.

I can teach a class on ikkyo and if I structure it right offer something for beginners and more advanced students and myself as well to learn and explore. My teacher set an example of playful experimentation that I realize many teachers automatically pull into class.

Can you think of areas where you can combine research and teaching at the same time ? Certainly when I teach a college level course it's not possible even in a lab course to collect publication quality data. So often in academia there is a trade off between teaching (giving) and learning (collecting). Thus in academia, we have the sabbatical to allow more time for our own learning.

A craftsmen such as a master glass blower could probably mentor students while exploring different or new experimental techniques. I have seen that happen. Perhaps other arts, it is also true.

There was series of lectures at Harvard in the 50's by famous artist (memory blanking) about the relationship of art and academia that touched on this IIRC.

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